University–Business Link for Sustainable Territorial Development Through the Principles for Responsible Investment in Agriculture and Food Systems (CSA-IRA): Working with People in the Dominican Republic

Abstract

There is little evidence of the implementation of the Principles for Responsible Investment in Agriculture and Food Systems between universities and businesses, and there is even less research that prioritizes people and implements sustainable development with a territorial focus. In this article, we address a form of collaborative work that integrates academia with business, where the Principles for Responsible Investment in Agriculture and Food Systems (CFS-RIA) are seen as an opportunity to promote and strengthen the management of a business in the communities where it operates, and determine a new way of working from its links with the university. The experience is developed in the provinces of Santiago Rodríguez, Valverde (Mao), and Dajabón in the Dominican Republic, with the aim of contributing, using this new approach, to economic, social, environmental, and governance development in the territory. The conceptual and methodological basis for the university–business link is Working With People, a model that integrates key elements of planning such as social learning, collaborative participation, and project management models. The main catalysts of the experience are the business values and the stakeholders who insert the principles into their programs and projects. Among these is an innovative Family Social Responsibility Program with female entrepreneurs and organic banana production. It is concluded that the implementation of the CFS-RIA Principles has a significant impact on the sustainable development of the region and that the university–business link reinforces the social responsibility of companies, providing an opportunity for the entry of new actors.

1. Introduction

Bringing universities closer to the business world and the needs of society remains a challenge in Latin America and the Caribbean. There is an urgent need to develop responsible proposals and sustainable mechanisms that strengthen this connection. In this context, the university is seen as an ideal system for problem-solving through research [1], relevant teaching, and effective engagement with society [2]. Fostering this connection requires creative, high-level faculty who lead research projects with social and technical value, capable of providing innovative solutions to businesses both locally and internationally. This connection between teaching and research not only transmits knowledge but also develops the ability to understand and therefore explain it [3]. Universities contribute to progressing society and are not isolated, imparting more or less relevant knowledge and preparing future professionals. For its part, society, with its companies, associations, federal or state government, turns to universities when faced with problems, opportunities, or needs. Moreover, all of this is achieved directly and with few bureaucratic complications typical of European or Latin American environments [4]. This reinforces the need for integrative initiatives between universities and companies that promote sustainable development of territories [5].

In this context, our experience of a university–business link for sustainable regional development is presented in this paper, based on the Principles for Responsible Investment in Agriculture and Food Systems (CFS-RIA). This initiative integrates academia and the business sector to promote entrepreneurship focused on training people, developing skills, and internalizing values, thus improving living conditions in the intervention territories [6].

The voluntary CFS-RIA Principles were approved in October 2014 by the United Nations Committee on World Food Security. These principles address different needs and realities of actors such as states, small producers, commercial companies, and civil society organizations. In 2016, FAO (the United Nations Agency for the Food and Agriculture Organization that leads the international effort to end hunger) signed an agreement with GESPLAN, a research group of the Polytechnic University of Madrid (UPM) that works in the field of project planning, management, and evaluation to promote teaching, research, and social engagement in Latin America, the Caribbean, and Spain, taking these principles as a reference. This agreement facilitated the research team’s access to useful knowledge and experiences of promoting cooperative actions in agriculture, food, the environment, and climate change.

This experience is methodologically based on the Working with People (WWP) approach, a participatory and multidimensional model of territorial development that articulates human values, expert knowledge, and local knowledge. This approach encourages collaboration between communities, technical teams, and policymakers [7], organized around three interrelated dimensions: ethical–social, technical–business, and political–contextual. The WWP metamodel has been successfully applied in different rural contexts [8,9,10,11,12,13,14,15,16,17,18], contributing to improving governance and promoting private entrepreneurship in depopulated areas of Spain [19], as well as public–private partnership initiatives [20].

This experience employs a territorial approach that conceives sustainable development [21] as focusing on training people, especially women and young people, and is aligned with the vision and mission of two universities (one local and one international) and two socially responsible companies, key players in the Network of Latin American Universities, established in 2018 and committed to the dissemination of the CFS-RIA Principles. This network has promoted innovative projects with high economic, social, environmental, and governance impacts [22].

The project was implemented in the provinces of Santiago Rodríguez, Valverde, and Dajabon, in the border area of the Dominican Republic. This region is strategic due to its proximity to Haiti and its inclusion in the Special Zone for Comprehensive Border Development, which promotes investment through economic incentives [23].

Since the implementation of the CFS-RIA Principles, new opportunities have emerged to coordinate territorial development and define sustainable perspectives for the future of these regions [24]. Both universities and businesses have proven to be key players in raising awareness among public and private stakeholders and in the implementation of sustainable development projects, with the former being appropriate systems for addressing the challenges of sustainable development [25], and the latter being catalysts for strengthening corporate social responsibility.

2. Case Study

2.1. Country Covered by the Proposal

The Dominican Republic, located in the insular Caribbean, is part of the Central American region Figure 1. It is surrounded by the Atlantic Ocean to the north and the Caribbean Sea to the south, bordering the Mona Channel to the east—which separates it from Puerto Rico—and the Republic of Haiti to the west. The proposed project is located within a border territory of approximately 276 km, specifically in an area bordering Haiti. This region possesses a strategic uniqueness as it is included in the framework of Law Nos. 12-21 [23], which establish a special regime for border development. This regulation creates a Special Zone for Comprehensive Border Development, which offers tax and tariff incentives aimed at encouraging private investment as an engine of economic and social development. The purpose is to stimulate the local economy and generate decent employment in historically disadvantaged territories. This special zone covers the provinces of Pedernales, Independencia, Elías Piña, Dajabón, Montecristi, Santiago Rodríquez, and Bahoruco, all with high potential to become centers of sustainable territorial development.

2.2. Geographic Coverage

These provinces are located on the border with Haiti and cover a very interesting area of agricultural production and tourism, featuring a university presence that makes it especially interesting. The geographic area covers 3 of the 32 provinces of the Dominican Republic—Santiago Rodríguez, Valverde, and Dajabón (see

Table 1. Provinces covered by the proposal.

Province	Area (km2)	Population (Inhab)	Density (Inhab/km2)	Number of Municipalities
Santiago Rodríguez	1147.5	58,044.0	50.6	3
Valverde	823.4	183,738.0	263.6	3
Dajabón	1020.7	87,274.0	85.5	5
Total	2.991.6	362,344.0	121.1	11

). Santiago Rodríguez (with the municipalities of San Ignacio de Sabaneta, Monción, and Villa Los Almácigos)—and is located in the northwest of the country, in the Cibao subregion known as the Northwest Line. Its capital is the city of San Ignacio de Sabaneta. It borders the province of Valverde to the north (with three municipalities—Mao, Esperanza, and Laguna Saladas—and an area of 823 km² and 183,738 inhabitants) and the province of Dajabón to the west (with five municipalities: Dajabón, El Pino, Loma de Cabrera, Partido, and Restauración).

2.2.1. Mechanisms for Participant Identification

Participants with potential for responsible entrepreneurship and territorial innovation can only be identified through institutional selection mechanisms. They can be immediate family members of workers (mothers, sisters, brothers, husbands, or wives) who are unemployed, have lost their job, had an initial business idea, or had an operational business but need to develop an entrepreneurial mindset to grow. Participation is voluntary.

2.2.2. Participation in the Program

Participation in the program consisted of the following phases: (i) a call within the organization, inviting participation in the program; (ii) an informative meeting to explain what the program consists of, who it is aimed at, its duration, and the team that will develop it; (iii) the completion of a survey gathering information about their interest in the initiative (or lack thereof) and asking what type of activity they would feel motivated to carry out; and (iv) the signing of a commitment letter if they decide to participate.

2.2.3. Selection Metrics

Selection metrics included ratio of accepted applicants to total applicants; gender composition; social approach to entrepreneurship; dropout rate during the training phase.

2.2.4. Implications for Internal and External Validity

Two aspects are considered to assess the internal validity of entrepreneurship projects in relation to sustainable development: completion rates and validated projects. Both of them strengthen internal validity. Other aspects that have been considered involve the person and the project, as an integral approach that allows the evaluation of both personal capabilities and the technical and strategic viability of the enterprise. With regard to external validity, the results of this study may be relevant to other groups of people or contexts if there are (i) key institutions that ensure continuity, (ii) a clear methodological framework, (iii) a supportive policy environment, and (iv) access to differentiated markets.

2.3. Key Actors Involved

For the university–business link to effectively contribute to sustainable territorial development, local actors must meet certain key characteristics. First, they must have a strong presence in the territory, which implies a deep understanding of the local context and an active presence in community processes. They must also play a central role within the framework of local development, among others [26], acting as catalysts for initiatives that integrate economic, social, environmental, and governance interests to contribute to sustainability [27] and develop their institutional capacity [28].

2.3.1. San Miguel Industry

(SMI) is a Peruvian company with over 36 years of experience in the market. In 2004, it began the construction and installation of a production plant in the province of Santiago Rodríguez, Dominican Republic, which has established itself as one of the most modern in the Caribbean region. With an initial investment of approximately USD 11 million, SMI has experienced sustained growth, characterized by high market acceptance and a strategy of continuous expansion through new product lines, infrastructure improvements, and social investments through its corporate social responsibility (CSR) program.

SMI is distinguished by its strong social sensitivity and by considering people as the core of its management model. Within this framework, it actively promotes training and the development of competencies and skills among its stakeholders. In its official website 69, SMI describes its Mision, Vision and Values (with Leadership among them) as follows: “People are the most valuable to us. We value our employees, clients, and community equally”.

One of the most notable initiatives was the development of the course “IPMA International Competencies in Project Management: Foundations for Entrepreneurship”, based on international intellectual property standards from the GESPLAN research group [29], and adapted to the context of the SMI CSR program. The main objective of the course was to strengthen people’s capacities to formulate and direct entrepreneurial projects, with a focus on personal competencies (ethical, emotional, and social), as well as to contribute to improving the quality of life of families linked to the company.

The course was aimed at the immediate family members of SMI employees and incorporated elements that balance and make decision-making more assertive in the management of entrepreneurial projects [30]. In addition, it offered training aligned with the international standards of the International Project Management Association (IPMA), thus preparing participants to formulate projects and access the international certification system in project management promoted by IPMA [31].

2.3.2. Organic Bananas from the Northwest Line

(BANELINO) is an organization located in the provinces of Montecristi and Valverde, in the border area with Haiti. It was established in 1996 to promote the economic, social, and environmental progress of small organic banana producers and their communities. It currently brings together 200 producers, each with an average of 3 hectares, who develop their activities with a focus on competitive, sustainable, healthy, and high-quality production. BANELINO is dedicated not only to the economic strengthening of its producers but also to the development of marginalized communities in its area of influence, through participatory processes that promote collective action and integrate organized civil society [32,33]. Its intervention model is structured around three fundamental axes: (1) producer competitiveness (infrastructure, technical assistance, and training); (2) social development (education, health, housing, sports, and culture); and (3) environment.

BANELINO faces key challenges affecting its members, such as food insecurity, limited empowerment of women and youth, market instability, intense competition from new entrants in the organic banana market, and fluctuating prices. In the face of these challenges, BANELINO has managed to position itself as a leader in the international organic banana market thanks to a strategy based on internal cohesion, technical support, and comprehensive support for its producers.

In total, 95% of its production is organic and 80% is marketed under Fairtrade conditions, through its certification by Fairtrade Labelling Organizations, FLO International [34,35,36,37]. In addition, it has certifications such as organic and Global GAP, and it is in the process of obtaining DEMETER certification, which endorses biodynamic agricultural practices that promote biodiversity and soil health.

Among the services offered by BANELINO are technical assistance, certification management, and collective marketing, to improve the quality of life of small producers, their families, and their communities. It is worth highlighting the growing role of women producers, who now constitute 31% of the total membership [38].

The environmental commitment is also evident: producers apply sustainable practices in soil management, water use, and the conservation of natural resources. Guaranteed sales at fair prices have not only improved the living conditions of producer families but also reinvested in community development programs in areas such as education, health, housing, food security, culture, and the environment.

BANELINO represents a successful model for how rural organizations can effectively connect with global markets, ensuring that agricultural investment is carried out under principles of social equity and environmental sustainability. Like SMI, its experience contributes significantly to sustainable territorial development through capacity building, social innovation, and improved livelihoods, fully aligned with the CFS-RIA Principles and the Working with People methodological approach.

The activities of BANELINO and SMI promote sustainable territorial development by encouraging education, capacity building, participant competencies, and innovation to improve production and entrepreneurship conditions. These actions align with the needs of rural communities and transform them while generating positive and lasting impacts such as those mentioned throughout this paper.

2.3.3. The Technological University of Santiago

UTESA has two campuses in the provinces of Mao and Dajabón, located in the northwest region of the Dominican Republic. The Faculty of Agricultural Sciences at the UTESA-Mao campus has a strategy aimed at strengthening the agricultural sector, promoting sustainable rural development, and improving the quality of life of small and medium-sized producers.

The institution bases its mission on the development of strong leaders through teaching, applied research, and engagement with the community, within the framework of a corporate model with a global reach that promotes entrepreneurship, innovation, and sustainability. From a humanistic perspective, UTESA is committed to providing solutions to the social and productive challenges of the region through its strategic use of science and technology.

Its institutional vision is to consolidate itself as a benchmark in the Dominican university ecosystem for its academic excellence, capacity for continuous innovation, and commitment to sustainable development, social responsibility, and territorial transformation.

Within this framework, UTESA has established strategic alliances with companies such as San Miguel Industry (SMI) and organizations such as BANELINO, through which it has developed training programs that promote skills for productive entrepreneurship and sustainable project management.

2.3.4. The GESPLAN Research Group at the Polytechnic University of Madrid

UPM has established itself as an international benchmark in the field of project planning, management, and evaluation. Its organizational model is based on project-based work, integrating strategic elements that represent the essence of a research university: high-level teaching, especially in postgraduate programs, strong ties to the community, and innovative research aimed at solving real-world problems.

GESPLAN stands out for its applied approach and its ability to transfer technical and methodological knowledge to academic institutions as well as to businesses and social organizations. In the Dominican Republic, the group provides collaborative technical advice to universities, such as UTESA, and to local companies, such as San Miguel Industry and BANELINO, strengthening the university–business–community bond through participatory strategic planning.

One of GESPLAN’s most significant contributions is the development of training programs that promote skills for productive entrepreneurship and sustainable project management. A key example is the course “IPMA International Competencies in Project Management: Foundations for Entrepreneurship,” adapted to rural contexts based on international standards. This course is aimed at strengthening the capacities of local stakeholders, especially women and youth, to formulate and lead sustainable projects that improve their living conditions and promote local development.

Another contribution has been the promotion and integration of the CSA-IRA Principles, aligning them with the Sustainable Development Goals (SDGs). This support has enabled the implementation of sustainable territorial development projects with an inclusive and participatory approach, under the Working with People methodological model, which promotes collaborative processes among key stakeholders in the territory. Thanks to its transdisciplinary vision and international experience, GESPLAN enhances local capacities, contributing to the strengthening of rural innovation ecosystems and the empowerment of communities from an ethical, environmental, and socially responsible perspective.

3. Materials and Methods

3.1. Methodological Approach

The conceptual basis of this research is the Working with People (WWP) metamodel, understood as a professional practice of cooperation that seeks to connect knowledge and action through joint projects, based on active participation, social learning, and the integration of ethical values by the actors involved in the development processes [7].

The WWP conceptual framework is structured around three interrelated components:

• Ethical–social;
• Technical–entrepreneurial;
• Political–contextual.

These components interact and mutually reinforce each other through social learning processes, as has been demonstrated in experiences of the European Union’s LEADER Community Initiative [39,40] and in projects carried out in Ecuador [41], Peru [14,42], and Colombia [43]. These components cover the four areas of the system of social relations, namely, the political field, public administration, the private and business sector, and civil society, which allows for a systemic understanding of society [44]. Figure 2 illustrates these components and their interactions, as well as the overlaps generated through social learning processes [45].

The interaction of these elements promotes social learning as a driver for the sustainable development of ventures focused on the training of people, the development of their skills, and the internalization of values within a given context. This process seeks to transform knowledge into concrete and effective actions, as exemplified in the entrepreneurial projects addressed in this research.

The university–business link operationalizes the CFS-RAI Principles through activities and observable indicators through the three dimensions of the Working with People metamodel (ethical–social, technical–entrepreneurial, and political–contextual). The methodology follows a logical model and indicators that describe the causal logic and measurement procedures. The political–contextual dimension facilitates agreements and resources; the ethical–social dimension builds social capital and capacities; the technical–entrepreneurial dimension transforms knowledge into projects and productive practices. For each relevant CFS-RAI principle (P1–P10), the proposed indicator(s) and the results are shown in

Table 2. Corresponding WWP dimensions, CFS-RIA Principles, indicators and results.

WWP Dimensions	CFS-RAI Principles		Observable Indicators (Quantitative)	Results
Ethical–Social	P1	Contribute to food security and nutrition	% of organic production	100%
			% of production sold in Fairtrade	80%
	P3	Promote gender equality and the empowerment of women	Number of women trained in entrepreneurship programs	41
			% of women organic banana producers	31%
	P4	Strengthen youth participation and empowerment	Number of university students trained in CFS-RAI Principles	180
Technical–Business	P2	Contribute to sustainable and inclusive economic development and poverty eradication	Number of women running business projects with very high and high feasibility	28
			Average income increase for banana producers	18%
			% of products with Fairtrade certification	100%
Political–Contextual	P9	Incorporate inclusive and transparent governance structures, processes and grievance mechanisms	Numbers and actors participating in governance structures	3
			Inclusion of public sector representatives	30%

Source: final project report, second edition, 2024. Unpublished institutional document [46].

.

The WWP metamodel emphasizes the need to take planning from theory to practice [7], promoting sustainable transformations in the territories by solving real and specific problems of each region.

The participating companies represent two complementary integration models that have contributed to territorial development, understood as a process that involves productive transformations and institutional changes aimed at generating new capabilities and opportunities for local actors [47]. According to Torre [48], this approach promotes social well-being and prosperity by balancing competition, cooperation, initiatives, and tensions between different actors.

3.2. Data Collection Instruments, Analysis, and Quality Control

Data collection was carried out through participatory workshops, meetings, competency assessments, technical reports, final reports, business plan evaluations, courses, and seminars, which allowed for the capture of multiple perspectives and practical experiences.

The analysis was developed under the instrumental and multiple case study approach, considering the articulation of concrete experiences led by SMI and BANELINO, with the academic accompaniment of UTESA, and the technical–scientific support of the GESPLAN research group of the Polytechnic University of Madrid.

To do this, a triangulation of sources and techniques was applied, which included

• Document analysis of business plans, technical reports, institutional reports, training schedules, impact assessment documents, and entrepreneurship projects developed by the participants;
• Semi-structured interviews with participating entrepreneurs and local community members, conducted by staff SMI and BANELINO;
• Participant observation of training sessions, technical support processes (in-person and online), and on-site meetings to record social learning dynamics, inter-institutional relationships, and skill acquisition;
• Evaluative follow-up sessions that validated preliminary findings, gathered feedback from those involved, and strengthened the analysis from a dialogical and inclusive perspective.

The analysis focused on identifying social learning processes, the interactions between the three components of the WWP model (ethical–social, technical–entrepreneurial, and political–contextual), and the facilitating elements and obstacles in building the university–business–community link. Based on this systematization, common patterns, trajectories of change, differentiated impacts on the territories, and contributions to sustainability were recognized.

This approach allowed us to understand not only the tangible results of the projects, but also the processes of institutional transformation, capacity building, and coordination of actors that emerge in a complex context such as that of the Dominican Republic, especially in the provinces of Santiago Rodríguez, Valverde, and Dajabón.

This case study does not incorporate a control group before/after the experiment. The design applied was of an instrumental nature, featuring a case study with a predominance of qualitative techniques (documentary triangulation, semi-structured interviews, and participant observation). To ensure reproducibility and methodological transparency, all qualitative and mixed-methods instruments were standardized across both program editions (2023–2024). The data collection protocol included four components: semi-structured interview guides, participant observation sheets, project evaluation rubrics, and post-training questionnaires.

(1) The interview guide focused on (i) the perceived effectiveness of the training process; (ii) institutional coordination mechanisms; (iii) barriers to implementation; and (iv) perceived impact on projects. Each interview lasted 30–45 min, conducted either in person or via Zoom, depending on participant availability. All interviews were audio-recorded with the participant’s consent and transcribed verbatim in Spanish. Transcriptions were reviewed independently by the project coordinator and processed posteriorly.

(2) Observation sheets: Participant observation was carried out during the synchronous sessions and mentoring activities. Standardized observation sheets were used to record (i) engagement with training, (ii) team interaction, (iii) the application of the WWP model, (iv) the application of the CFS-RIA Principles, and (v) issues during project mentoring. Each session was logged using a standard Excel template developed by the GESPLAN-UPM coordination team.

(3) Scoring rubrics: The entrepreneurial projects were evaluated considering the following criteria in relation to sustainable development: (i) business innovation, (ii) territorial impact, (iii) social improvement, and (iv) profitability. Each criterion was scored a percentage between 20 and 30%.

(4) Post-training questionnaires: After the training phase, participants completed an online self-assessment form that collected data on satisfaction, perceived learning, and future intentions to continue their entrepreneurship. The average completion time was 15 min, and the response rate was 84%.

Quality control procedures: All instruments were pre-tested during the pilot sessions of the first edition and revised for clarity and internal consistency. The complete instruments can be found in Supplementary Material File S1.

4. Results

To increase internal validity,

Table 3. Historical reference cohort.

Indicator	First Edition	Second Edition	Total
Selected entrepreneurs	28	51	79
Number of entrepreneurs who completed the training and were certified	14	27	41
Percentage of entrepreneurs who were certified	50%	53%
Gender of entrepreneurs	14	27	41
Women	14	26	40
Men	0	1	1
Average annual income (USD)	4500–6000
Average investment in training per participant (USD)	400	400
Projects with high and very high feasibility generated	9	19	28
Projects with low viability	5	8	13
Projects launched with seed capital	4	9	13
Amount requested by the female entrepreneurs as seed capital (USD)	49,122.81	55,337,223.00	5,386,345.81
Amount delivered by IMS (USD)	28,508.77	2,089,671.00	2,118,179.77
% financing ISM	58%	39%
% financing by women	52%	61%
Number of tutors responsible for monitoring the entrepreneurs	2	3	5

Source: Authors’ own elaboration based on the final project report, second edition, 2024. Unpublished institutional document [46].

presents a comparison between the first (2023–2024) and second (2024–2025) cohorts as a non-concurrent reference group, allowing a quasi-experimental descriptive analysis of inter-cohort differences.

A university–business link can contribute to and facilitate effective planning and project design processes for sustainable territorial development, which, according to this experience, has the following results.

4.1. Training Programs Aligned with the CFS-RIA Principles for Building People’s Capacities

BANELINO and SMI have developed training programs aimed at strengthening the capacities of producers and their families, explicitly incorporating the CFS-RIA Principles, specifically 3 and 4, into their institutional work.

BANELINO maintains a Quality Management System (QMS) tailored to small-scale producers and maintains an ongoing training program for field technicians, producers, and their workers. This program focuses primarily on topics such as food hygiene, health, safety, and well-being at work, pesticide use and management, first aid, good agricultural practices, and the pillars of the certification standards applied. Additionally, it inspects 100% of producers annually to ensure compliance with certifications. This not only allows BANELINO to strengthen local human capital but also illustrates how the relational cooperation pillar of the WWP approach is realized in an organizational structure based on trust, transparency, and long-term commitment.

SMI, with its Family Social Responsibility Program, has incorporated a course called “IPMA International Competencies in Project Management: Foundations for Entrepreneurship.” Its specific objective is to provide training and support for formalizing a self-sustaining business in the community. The course was the basis for formulating an entrepreneurial project based on IPMA competencies. Working under the WWP approach meant understanding the entrepreneurial project as the primary means of ensuring a connection with society [7,31], which is necessary to solve real-life problems. SMI demonstrates that when social responsibility programs are aligned with participatory methodologies such as the WWP and the CFS-RIA Principles, an effective, replicable intervention model with high territorial impact is produced. The commitment to project management training based on IPMA standards allows for a strategic vision that transcends simple financial support, generating autonomy and leadership capabilities.

The course was structured using Project-Based Learning (PBL) [49], which promotes the development of practical skills. Participants worked on real-life personal projects, analyzing situations, tasks, and outcomes, which facilitated a meaningful and transformative learning experience. This learning strategy strengthens the connection with society by generating an anticipated professional experience, articulating cooperative learning, and promoting a service-based approach [50,51].

The course was taught virtually during 2023 and 2024, with synchronous and asynchronous sessions through the Moodle platform of the Polytechnic University of Madrid (UPM), and included periodic face-to-face sessions. In the 2023 edition, 28 people participated, of whom 14 (50%) completed the course. In 2024, 51 people enrolled and 27 completed it, achieving a completion rate of 53%, as shown in Table 3.

The first edition had 28 participants, and 14 projects led by women were considered suitable, particularly in the service sector (bakery, pastry, and restaurants). In the second phase, 51 participants were trained. Of these, 27 successfully completed their initiatives in more diverse sectors than the first edition, such as decoration, event services, food, and education.

The success rates of the second edition were slightly higher than those of the first edition (Table 3), with 53% of participants certified as suitable and 47% not suitable. The expression “certified as suitable” refers to participants who successfully demonstrated integrated competencies in the People, Practice, and Perspective dimensions established by the International Project Management Association (IPMA) framework. Certification was awarded not merely for course completion but for fulfilling the competence criteria assessed through project performance, self-evaluation, and the final project presentation. This improvement can be attributed to the potential of entrepreneurship as a tool for job creation, increasing family income, reducing inequality, and improving living conditions, especially for women, by fostering their economic independence and achievement orientation [52,53].

An analysis of Table 3 reveals that 41 individuals (40 women and 1 man) have developed entrepreneurial skills [31] and are ready to launch their own businesses, although many may not do so in the short term. It is noteworthy that 16% of the entrepreneurs received direct sponsorship from SMI in the form of seed capital to implement their business plans and apply the knowledge acquired during the course. This shows that SMI has understood that training, although essential, is not sufficient to ensure the implementation of productive ventures in their early stages [26]. Training must be complemented with other key resources, such as initial financing, strategic alliances with universities, the activation of networks such as the Network of Latin American Universities Committed to the CFS-RIA Principles, and specific programs to support family entrepreneurship.

The growth in the number of participants certified as suitable—from 14 in the first edition to 27 in the second (Table 3)—confirms the effectiveness of the Working With People methodological model (Figure 2 and Figure 3), as well as its capacity to generate sustainable impact in the territory, regardless of the economic activities developed. It is worth noting that in the second edition, greater diversity was observed in the business proposals presented (

Table 4. Quantitative indicators for female projects.

Indicator	Notes/Assumptions	Ratio
Predominant economic sector	Commerce	41.9
	Agriculture, livestock, forestry, and fishing	13.9
	Other service activities	11.2
	Accommodation and food services	11.1
	Manufacturing industries	6.9
Number of employees	The entrepreneur is the sole employee	67.2
Business location	Shared with the dwelling	46.2
	Located in a commercial plaza store	15
	Street vendor	4.9
	Located in a marketplace	2
Business operation time	Between 1 and 3 years of operation	30.5
	Less than 1 year of operation	12.8
Formalization	Do not have a National Taxpayer Registry (RUC)	90.8
Owner’s age	Entrepreneurs aged 26 to 35	23.7
	Entrepreneurs aged 36 to 45	18.9
	Entrepreneurs under 25 years old	12.3
Number of participants (n)	Participants in both editions	79
Completion rate	Assumed completion rate	53.0%
Number of graduates	Participants who completed the training	41
Number of validated projects	Projects validated across editions	41
Number of advanced/certified projects	Projects advanced to certification/incubation	27
Estimated annual income gain per participant (USD)	Baseline USD 5000; +18% increase	900.00
Cost per participant (USD)	Unit cost assumed	400.00
Cost per graduate (USD)	Total cost/number of graduates	75238
Cost per validated project (USD)	Total cost/validated projects	770.73
Cost per advanced/certified project (USD)	Total cost/advanced projects	1170.37
Individual cost/benefit ratio (cost per participant/inc)	400/900	0.444
Benefit–cost ratio (B/C) per participant	Inverse of cost/benefit	225
Total estimated annual benefit (USD) for graduates	n_graduates × income gain per participant	36,900.00
Aggregated B/C (total benefits/total cost)	Aggregated ratio across graduates	1.196
Cost per job (0.5 job/project) (USD)	Total cost/total jobs (20.5)	1541.46
Cost per job (1.0 job/project) (USD)	Total cost/total jobs (41)	770.73
Cost per job (1.5 jobs/project) (USD)	Total cost/total jobs (61.5)	513.82
Cost per job (3.0 jobs/project) (USD)	Total cost/total jobs (123)	256.91

Source: Authors’ own elaboration based on the final project report, second edition, 2024. Unpublished institutional document [46] and the national statistics.

), which can be attributed to the increase in the number of participants (Table 3). Of the plans evaluated, 13 were classified as having “very high”, 7 as “high”, and the rest as “medium” viability, reflecting not only the scope of the program but also the progressive strengthening of entrepreneurial skills in the territory.

These results not only reflect the specific success of a training program, but also demonstrate the effectiveness of the Working with People (WWP) methodology as a tool for generating sustainable and lasting impacts in the region. By integrating technical knowledge with community participation and inter-institutional links, this methodology has made it possible to identify real needs and design contextualized responses, generating significant learning and strengthening both individual and collective capacities.

Of the 79 entrepreneurs who participated in the call, 78 were women and only 1 man registered (Table 3), which may indicate that women choose entrepreneurship because they have greater schedule flexibility that allows them to combine work, housework, and raising children, as well as gain greater independence [54].

Women’s preference for entrepreneurship in the trade and services sector (Table 4) may be influenced by the limitations imposed by other sectors and the lower initial capital and infrastructure requirements for this branch of activity. Furthermore, as organization in these sectors is more flexible (activities are often carried out within the home and require little financial investment), it allows them to balance paid work with family responsibilities and tasks [55,56]. Table 4 showns that, concerning the number of employees, 67.2% of the entrepreneurships were operated solely by the entrepreneur, indicating a predominance of individual microenterprises. In relation to the business location, 46.2% of the ventures were run from the entrepreneur’s home, 15% operated from commercial plaza stores, 4.9% were street vendor businesses, and 2% were located in traditional market places. With respect to entrepreneurship operation time, 30.5% of the enterprises had been operating between one and three years, while 12.8% had less than one year of activity, reflecting an early stage of entrepreneurship consolidation. Regarding formalization, 90.8% of the entrepreneurs did not have a National Taxpayer Registry (RNC), suggesting a prevailing level of informality. In terms of the age of business owners, the majority were between 26 and 35 years old (23.7%), followed by those aged 36 to 45 (18.9%) and those under 25 years old (12.3%). Finally, the incorporation of technologies in the entrepreneurship represents a turning point for organizations, as it significantly contributes to the modernization and streamlining of processes, which increases their productivity and competitiveness, thereby generating competitive advantages and a higher level of innovation.

Most entrepreneurs use mobile phones (37.1%), followed by the internet, with 23.6% reporting that they have it. Meanwhile, only 21.1% incorporate the use of social networks into their business and 8% use email.

These data are important to analyze because, according to the report, border areas have the lowest proportion of Micro, small and medium sized enterprises (MIPYMES). Therefore, it is crucial to promote sustainable and human-centered territorial development.

Skills training requires a significant investment, especially in terms of time. The course lasted 100 h of theoretical and practical training, with a further 15 h taken up by the defense of entrepreneurship projects, as indicated in

Table 5. Academic load in hours.

Workload	N of Theory Hours	N of Hours of Practice in the Entrepreneurship Project	Entrepreneurship Project Presentation	Total Hours
Total	45	55	15	115

Source: Guide for the female entrepreneur: IPMA International Project Management Competencies 2024 [57].

, and was conducted over 12 weeks.

Investing 115 h of a resource they do not have at their disposal demonstrates the importance that the participants placed on skills training and their high motivation to develop project management capabilities under international standards. These skills were applied to their entrepreneurial projects, considering three key dimensions: practical skills, perspective skills, and personal skills [31].

Figure 3 presents the thematic structure of the course and its connection with the three dimensions of the international standard of competencies for the management of entrepreneurship projects (NCB-IPMA).

The content of the training program was divided into five units, each of which included theoretical aspects and practical applications through case studies.

Table 6. Academic units and course content.

Units	Topics	Workload (Hours)	Duration
Unit 1: Basis for the certification of competencies in Project Management: the entrepreneurship project	IPMA—International Project Management Competencies:        ✓ Global Competency Certification System.        ✓ Basis for individual competence in project management.	5	Week 1
	✓ The entrepreneurship project	5	Week 2
	✓ Main dimensions of the project
	✓ The entrepreneurship project cycle
	✓ The project agents
Unit 2. Perspective skills for project management	Strategy and business:	5	Week 3
	✓ Governance, structures, processes
	✓ Compliance, standards, and regulations
	✓ Power and interest
	✓ Culture and values
	✓ Entrepreneurship project formulation		Week 4
Unit 3: Personal skills for project management	✓ Self-reflection and self-management	5	Week 5
	✓ Personal integrity and reliability
	✓ Personal communication
	✓ Relationships and participation	5	Week 6
	✓ Leadership
	✓ Teamwork
	✓ Conflicts and crises
	✓ Resourcefulness
	✓ Results—orientation	5	Week 7
	✓ Entrepreneurial project development
Unit 4. Practical skills for project management	✓ Project design	5	Week 8
	✓ Requirements and objectives
	✓ Scope
	✓ Time	5	Week 9
	✓ Organization and information
	✓ Quality
	✓ Finance	5	Week 10
	✓ Resources
	✓ Procurement
	✓ Planning and control	5	Week 11
	✓ Risk and opportunity
	✓ Stakeholders
	✓ Change and transformation
	✓ Entrepreneurship project training
Unit 5: Preparation for the IPMA exam (optional)	Practical case studies for exam preparation (IPMA)	5	Weeks 12
	Entrepreneurship project preparation
Unit 6: Entrepreneurship project	Entrepreneurship project formulation	5	Weeks 1–12
	Personal Entrepreneurship project challenges		3 h/week
	Oral presentation

Source: Guide for the female entrepreneur: IPMA International Project Management Competencies. Unpublished institutional document [57].

connects the academic units that address the areas of people competency, perspective, and practice in entrepreneurial project management with the course content.

The course was continuously assessed using a comprehensive approach that considered both the individual and the entrepreneurship project, allowing for the simultaneous evaluation of personal, practical, and perspective competencies. The weighting was distributed as follows:

• Fifty percent of the entrepreneur’s competencies, based on three dimensions of competencies: personal, perspective, and practical.
• Fifty percent of the formulated entrepreneurial project.

The evaluation criteria for the activities to obtain the IPMA International Certificate in Project Management: Bases for Competence issue by the Polytechnic University of Madrid, were

• Concept evaluation questionnaires (30%);
• Participation, analysis, and discussion in forums (20%);
• Final report on the entrepreneurship project (20%);
• Presentation and final defense of the entrepreneurship project (30%).

The participants’ oral defense of the project before a mixed panel, composed of professors from the GESPLAN Group of the Polytechnic University of Madrid and representatives of SMI, was one of the key activities to assess the skills acquired in project management applied to a real case: their business venture.

A fundamental component of the training process was personalized support by tutors (Table 4) who carried out continuous monitoring to ensure the understanding of the contents of each module and the progressive development of the final project.

The allocation of seed capital was based on a comprehensive and transparent evaluation framework that equally weighted was structured around four key criteria aligned with sustainable development objectives: innovation (20%), territorial development (30%), social impact (30%), and profitability and governance (20%). Each criterion comprised specific indicators—such as product or service differentiation, local job creation, empowerment of vulnerable groups, financial sustainability, and risk analysis—and was scored using a standardized 1–5 scale. This multi-criteria approach enabled the prioritization of initiatives with higher economic viability, social impact, and contribution to sustainable territorial development, ensuring a strategical and consistent use of seed capital.

As a result of the training process developed in collaboration between the university and the two participating companies in the Dominican Republic, a circle of trust has been generated among participants, where the CFS-RIA Principles are perceived as an opportunity to design projects aligned with the real needs of the territory. This is evident in the 27 ventures from the second edition (Table 3) and the 41 individuals certified as qualified (Table 3), who acquired skills in accordance with IPMA standards. In the case of BANELINO, this impact is reflected in the continued strengthening of the capacities of the 200 organized small producers.

This university–business link has contributed to the strengthening of “living laboratories,” conceived as real learning and experimentation environments, in which development projects not only generate income for the families involved but also promote the socioeconomic development of their communities.

4.2. Integration of the CFS-RIA Principles into Institutional Work to Promote Sustainable Territorial Development

Companies effectively incorporate some of the CFS-RIA Principles into their business activities, adapting them to the specific context in which each operates, and placing responsible practices and sustainability objectives at the heart of their strategies. BANELINO integrates the CFS-RIA Principles by promoting sustainable agricultural practices, social equity, and economic development, and SMI by fostering the entrepreneurial project management skills of its beneficiaries.

Table 7. Integration of the CFS-RIA Principles into the institutional work of two companies.

Principles	Dimension	BANELINO	SMI
P1 Contribute to food security and nutrition	Economic	Promoting sustainable organic banana production, ensuring healthy food for consumers, and improving food safety.
P2 Contribute to sustainable and inclusive economic development and poverty eradication.	Economic	Representing 200 small-scale producers, each with an average of 3 hectares of land. Access to international markets, obtaining fair prices, and improving their income, contributing to local economic development and poverty reduction.	Community participation and inclusion through the family entrepreneurship program fosters community integration in the development of sustainable initiatives.
P3 Promoting gender equality and women’s empowerment	Social	Inclusion and empowerment of women in the agricultural sector, constituting 31% of the total membership	Promotion and economic empowerment of families through capacity building and economic autonomy through the Family Social Responsibility Program based on training in entrepreneurship and project management.
P4 Promoting youth participation and empowerment	Social	Establishment of agreements with UTESA and UPM, allowing for the transfer of knowledge, technical assistance, and the generation of new territorial development projects.	Facilitating the creation of new university extensions in the area in collaboration with UTESA, allowing young people to access careers aligned with the agro-industrial sector.
P5 Respect land tenure, fisheries and forests, and access to water	Environmental	Developing operations within the Dominican legal framework and promoting the sustainable use of natural resources.
P6 Conserve and sustainably manage natural resources, increase resilience, and reduce disaster risk	Environmental	Promoting organic production; agricultural practices are implemented that conserve the soil, protect biodiversity, and promote environmental sustainability.	Implementing strategies for sustainable business production and management.
P7 Respect cultural heritage and traditional knowledge, and support university and innovation	Economic		Working on cultural integration programs, strengthening relationships with the local community, and promoting entrepreneurship based on traditional knowledge.
P8 Promote safe and healthy agricultural and food systems	Environmental	Organic banana production ensures that food is free of chemical residues, offering healthier products to consumers
P9 Incorporate inclusive and transparent governance structures, processes, and grievance mechanisms.	Governance	Operating as an association that promotes the active participation of its members in decision-making, ensuring transparency and accountability in its operations.	Signing agreements with UTESA and UPM for the development of local talent and the strengthening of corporate governance in the region. It also collaborates with the International Network of Universities and Businesses promoted by FAO and UPM.
P10 Assess and address impacts and promote accountability	Governance	Evaluating the impact of its programs on regional development.

Source: Authors’ own elaboration on based Principles for Responsible Investment in Agriculture and food systems [6].

details the integration into the activities of the two companies.

There are few documented experiences of implementing the CFS-RIA Principles through university–business links, and even less research with a territorial focus that prioritizes people and drives sustainable development. Those that do exist focus on technology transfer and human capital development [58], but few have analyzed their impact on territorial development from the perspective of the CFS-RIA Principles [6].

4.3. Impact of CFS-RIA Principles on the Economic, Social, Environmental, and Governance Development of the Territory

SMI’s Family Social Responsibility Program and BANELINO’s production of organic and Fairtrade bananas constitute two models of university–business links based on the CFS-RIA Principles that have generated economic, social, environmental, and governance impacts, as well as economic autonomy for BANELINO producers and SMI entrepreneurs. To measure the impact of the experience, it is necessary to emphasize the key actors committed to development in the territory and the training of its stakeholders.

Table 8. Impact of the integration of the CFS-RIA Principles on territorial development.

Impact of the CFS-RIA Principles	San Miguel Industry (SMI)	BANELINO
Economic impact	41 viable family businesses in total. 13 projects benefited from seed capital (4 projects in 1st edition and 9 in (2nd Edition). Generation of direct and indirect employment for at least 50 people. Promotion of family economic autonomy.	Improved competitiveness of 200 small producers. Its focus on certified organic production and fair trade has generated economic opportunities for small producers, increasing their competitiveness in international markets. Strengthened agricultural and family businesses. Improved producer income.
Social impact	41 IPMA competency certificates awarded. Training, education, and technical assistance for their businesses. Strengthening IPMA competencies in entrepreneurial project management. Improvement in project management, marketing, and digital technology skills. Increased female participation in economic and social activities. 90% of the ventures are led by women, highlighting their contribution to strengthening the social fabric. Support networks between entrepreneurs and mentors are consolidated.	Improving the quality of life of producers and their families through programs in education, health, first aid, good agricultural practices, and workplace safety. Empowering small producers, including 31% of women producers
Environmental impact	Implementation of sustainable good practices in production and business management.	100% organic production; Fairtrade- and Global GAP-certified. Ecological focus has maintained continuous organic and Fairtrade certification since 2005, renewed annually under FLO-CERT registration (FLO ID 1515). Soil and water indicators: the Dominican Institute for Agricultural and Forestry Research (IDIAF) reports stable or improving soil organic carbon (2.7–3.1%) and the absence of residual synthetic fertilizers in water samples (IDIAF, 2022–2023). Each export batch is verified in compliance with the European Union organic production and certification framework, together with the USDA Organic Certification Program. These schemes include annual third-party audits covering soil fertility, agrochemical use, and waste management. The most recent verification report (2023) confirms that 100% of farms comply with the prohibition of synthetic pesticides and maintain soil organic matter levels above 2.5%. Production is currently being diversified with crops such as coconut and cacao. For the sustainable banana cycle, the carbon and water footprints are being measured. Use of alternative solar energy for irrigation systems. A factory of bio-inputs for nutrition and pest and disease control. Use of digital monitoring technologies for plantation health. Monitoring of soil microbiota. Measurement of soil organic carbon. Applications using drone technology.
Governance impact	Consolidation of a university–business–community cooperation model based on the CFS-RIA Principles, establishing accountability, inclusion, and transparency mechanisms that strengthen territorial sustainability.
Sustainability	Training in entrepreneurship programs and projects for the economic autonomy of families.	Agro-ecological production and sustainable certifications.
Replicability	Possibility of expanding the model to other companies in similar sectors.	Model applicable to other agricultural and productive cooperatives

Source: own elaboration on based Principles for Responsible Investment in Agriculture and Food Systems [6].

shows the economic, social, environmental, and governance impacts of the experience. Since the SMI project is in the consolidation phase and does not yet have a comprehensive accounting record of costs and benefits, a partial estimate was applied based on three assumptions: average annual profit, average total cost per participant, and the cost–benefit ratio. According to the available data, the cost–benefit ratio (C/B) would be 2.25 in the first year, indicating that for every dollar invested, the estimated annual return is 2.25 dollars, without considering social or environmental benefits, which is a conservative but favorable estimate.

This experience in the Dominican Republic indicates that the strategic integration of key stakeholders and the implementation of responsible investments can transform rural communities and generate lasting positive impacts. Environmental evidence (some indicators and good agricultural practices) has been incorporated into the logic model under the “Technical–Business” and “Political–Contextual” dimensions of the WWP framework (Figure 2). This evidence demonstrates that the program’s outcomes are aligned with verifiable environmental performance standards and contributes to the ecological sustainability of the banana value chain in the Dominican Republic.

By strengthening the university–business link, the CFS-RIA Principles have stimulated the creation of productive ventures that diversify family income sources. The strengthening of local capacities, skills development, access to productive resources, and technical training have increased the productivity and financial sustainability of small rural economic units. In the case of SMI, there is evidence of an improvement in the purchasing power and economic autonomy of families, especially women, through activities such as beauty, bakery and pastry services, event celebrations and decorations, cafeterias, and education.

Along this line, the research on competencies and capacities for the management of sustainable rural development projects in the value chain in Jauja-Peru [18] also shows that the CFS-RIA Principles promote entrepreneurship with endogenous resources, as well as the participation of women with communication, leadership, and collaboration skills (leading nine organizations), achieving a progressive improvement in organizational management and technical competencies, which, although still incipient, show progress towards economic sustainability.

The ethical–social approach of the WWP model enhances collective learning, community cohesion, and respect for shared values.

4.4. Association Between Participation Intensity and Project Performance

To assess whether program outcomes were influenced by the intensity of engagement rather than mere participation, a correlation analysis was conducted using the full sample of 79 participants. Three independent variables—attendance rate, mentoring hours, and seed-fund amount—and one composite performance index, combining project validation, certification status, and self-reported income gains six months after completion, were considered in the analysis.

Table 9. Associations between program intensity and performance indicators (n = 79). (Pearson correlation coefficients with significance levels).

Variable	Attendance	Mentoring Hours	Seed-Fund (USD)	Performance Index	Interpretation
Attendance (%)	-	0.38 **	0.21 ns	0.41 **	Moderate positive association
Mentoring Hours	0.38 **	-	0.25 *	0.52 ***	Strongest predictor
Seed-Fund (USD)	0.21 ns	0.25 *	-	0.28 *	Weak–moderate positive effect
Performance Index	0.41	0.52 ***	0.28 *	-

Source: final project report second edition 2024. Unpublished institutional document [46]. * p < 0.05; ** p < 0.01; *** p < 0.001; ns not significant.

summarizes the Pearson correlation coefficients among these variables. The results indicate that performance outcomes are significantly associated with both mentoring intensity (r = 0.52; p < 0.001) and attendance rate (r = 0.41; p < 0.01). The correlation with the seed-fund amount is weaker but still positive and significant (r = 0.28; p < 0.05).

These findings suggest that participants who were more consistently engaged—by attending a greater share of training sessions and receiving more hours of mentoring—achieved higher levels of project validation, certification, and income improvement. The moderate association between attendance and mentoring (r = 0.38; p < 0.01) confirms that mentoring complemented, rather than replacing, formal training.

A simple multiple regression (R² = 0.43; p < 0.001) further indicated that mentoring hours were the strongest predictor of post-program performance, followed by attendance rate and, to a lesser extent, seed-fund support. This reinforces the idea that program quality and intensity, not participation alone, are key determinants of impact.

From an evaluative perspective, this pattern provides evidence of construct validity for the program’s design: higher exposure to learning and personalized guidance is directly linked to measurable entrepreneurial outcomes. Moreover, the consistent direction of these associations across variables supports the internal coherence of the methodology.

The above results only concern empirical findings derived from the implementation and evaluation of the case study (enrolments, completion rates, average investment in training per participant, number of ventures, certifications, and observed effects). Comparative cases and broader interpretation of these findings are presented in Section 5 (Discussion).

5. Discussion

In this section, we interpret the study results in light of the literature and comparative experiences. We reflect on causal relationships between the WWP/CFS-RIA implementation and observed impacts and compare our findings with relevant cases (Villa Poppy, Kayambi, Jauja, National University of La Plata, and Aymara Women’s Coordinator) to identify transferable lessons and limits to generalization.

5.1. Interpretation of Key Findings

Positive and statistically significant associations between mentoring, attendance, and performance.

As shown in Table 9, mentoring hours exhibited the strongest correlation with the composite performance index (r = 0.52; p < 0.001). Attendance rate also showed moderate significance (r = 0.41; p < 0.01), while seed-fund amount had a weaker yet positive relationship (r = 0.28; p < 0.05).

Performance was not solely determined by funding access but also by the intensity and quality of participant engagement. This reinforces the ethical–social dimension of the WWP, where relational learning, peer trust, and mentoring continuity outweigh short-term financial incentives. The causal pathway is therefore behavioral and institutional rather than purely economic.

Verifiable environmental and sustainability outcomes consistent with CFS-RIA Principles.

Table 8 presents empirical evidence of ecological impact: full (100%) compliance with organic certification, a stable 18–22% price premium over conventional banana exports, soil organic matter maintained between 2.7 and 3.1%, and absence of agrochemical residues. These results demonstrate that the political–contextual dimension of WWP—through institutional coordination among SMI, Banelino, and UPM—enabled long-term ecological commitments. The certification and monitoring system provides credible verification consistent with the CFS-RIA Principles of responsible investment and measurable impact.

The implementation of the WWP model in this case study reveals the empirical correspondence between CFS-RIA dimensions and the CFS-RIA Principles (Table 2): the political–contextual phase allowed for the formalization of alliances and the provision of resources (agreements and institutional support); the ethical–social phase strengthened capacities and empowered women and youth (27 certified in the second edition); and the technical–entrepreneurial phase enabled the formulation and validation of viable ventures. These results confirm that without the prior consolidation of governance and trust, the technical transfer and sustainability of the projects would have been limited.

5.2. Comparative Cases and Lessons Learned

Experiences such as the case of Villa Poppy in the Dominican Republic [43] show, as does BANELINO, how producers are managing to improve their livelihoods, the quality of their products, organizational strengthening, and their connection to new markets in the tourism and export sectors in the municipality of Constanza. The CFS-RIA Principles, which are presented as a guide for the implementation of productive projects, have not only allowed farmers to access new markets but have also encouraged them to improve their production standards and establish inter-institutional alliances, facilitating their marketing with hotels and the public sector.

This experience, which brings together small-scale producers (between 2 and 10 hectares on average), reinforces the importance of adopting practices and policies that promote environmental sustainability, respect the rights of agricultural workers, foster gender equality and the empowerment of women, and support the economic development of rural communities.

The inter-institutional articulation model implemented in the Villa Poppy project includes key actors with a backbone role in economic, social, environmental, and governance development [26], such as BANELINO and SMI, which strengthen their relationships with other actors, improving the living conditions of the families involved.

Both the experience of Villa Poppy and that of BANELINO and SMI are configured as successful cases of inter-institutional collaboration that contribute to the sustainability of the territory [27] through the work of the actors themselves, the provision of technical and financial assistance through seed capital (Table 3), the development of skills and capacities, and the granting of access to demanding markets, thereby strengthening community organization and promoting sustainable practices that align with the CFS-RIA Principles.

Family farming production in the Puebla Valley (Mexico): Linking, transfer, and dissemination of innovation characterize another experience with a territorial approach based on the CFS-RIA Principles to strengthen the university–business link [59]. The experience shows how the application of the three dimensions of the WWP model and the CFS-RIA Principles improve the economic and social stability of small producers and entrepreneurs, similarly to what was observed in BANELINO and SMI, by focusing on the family as a production unit and promoting equal opportunities, the empowerment of women in a transversal manner, and the participation and empowerment of young people by granting them access to management techniques to ensure high productivity. Furthermore, inclusive governance structures are incorporated into the planning model as social learning [33,39,40], giving prominence to farmers. The association of producers is strengthened, and in the process, they learn how to collaborate and defend their interests.

In Ecuador, the case of the Kayambi people illustrates how rural communities can transform their realities through strategies that integrate diverse actors and resources, promoting development models that merge local needs with global commitments and, therefore, fostering innovation in sustainable rural development [60,61]. In innovation processes, the participation of beneficiaries, academia, decentralized local governments, and companies [5] is essential for the promotion of training, financing, the formation of agro-ecological producer associations, biomarkets, food baskets, etc., and the creation of sustainable value chains and inclusive community business models.

As in BANELINO and SMI, collaboration between key stakeholders improves the living conditions of producers, students, and local communities. It is observed that the associations formed have achieved a high percentage of women members, as in the case of BANELINO. An important contribution has been the marketing of products through agro-ecological fairs, which have promoted the production, consumption, and marketing of products through fair prices and weights, improving incomes. The involvement and participation of the population in all stages of the project ensures the continuity and sustainability of activities. The associations of agro-ecological producers have managed to raise awareness about the use of natural fertilizers in a way that does not harm families and protects the environment.

5.3. Comparisons with Other Universities and Community Initiatives

The study carried out in Jauja, Peru [14], implemented by the National University of San Marcos, focused on the innovative figure of the Local Action Groups (LAGs) as a key element for the articulation and formulation of projects that integrate the CFS-RIA Principles in its Regional Development Centers, promoting university decentralization and strengthening relationships with local stakeholders. It shows that the link with the university strengthens territorial governance and generates learning spaces for students and teachers with research that solves local livestock problems and technical assistance to producers, a finding aligned with the case of BANELINO.

The participation of research groups in solving societal problems, supporting the development of organizational skills at the local level for endogenous and sustainable development [15], creating living laboratories, etc., demonstrates a real link between universities and organized society. By integrating the CFS-RIA Principles into their business model, companies respond to the needs of the territory, as is the case with SMI in entrepreneurship projects, capacity building, and skills development that meet the needs of the population (Table 3, Table 5 and Table 6).

Another study in Jauja, titled “Competencies and Capabilities for Managing Sustainable Rural Development Projects in the Value Chain: Perceptions of Small and Medium-Sized Enterprise Agents in Jauja, Peru” [18], has generated confidence and proactivity among the actors in the chain (as well as BANELINO and SMI) that are interested in continuing with the implementation of the CFS-RIA Principles and achieving sustainability with projects that show commercial innovation. The authors of this study designed an innovative program for the development of competencies, which balances the three dimensions of project management competencies (perspective, people, and practice) as defined by the International Project Management Association (IPMA), concerning the CFS-RIA Principles, as carried out in the “IPMA International Competencies in Project Management: Foundations for Entrepreneurship” course (Table 6) of SMI.

Research aimed at strengthening people’s capabilities has been developed by the National University of La Plata [62], increasing the university’s involvement with society and its environment. As a result, the university’s contribution facilitated work that benefits the community and, in addition, reinforced the academic training of undergraduate students through the work experiences they carried out in different communities, leading to the creation of cooperation opportunities between the university and the Punta Indio community. This experience, as in the case of BANELINO and SMI, provides new development strategies to strengthen the socioeconomic base. A process of competencies is developed with the local action group for the management of agricultural projects (in the case of BANELINO) and capacity building through training, business management advice, and the formalization of companies (in the case of SMI), favoring development in rural areas. The Local Action Group (LAG)’s activities have led to 18 projects, focusing on the following areas: valorization of local production, training, promotion of tourism heritage, environmental protection and conservation, and the maintenance of sites of interest in Punta del Indio. The individuals involved apply this new knowledge in responsible investment projects based on sustainability and contribute to economic development.

Another research project where a societal problem is investigated by the university is the case of the Aymara Women’s Coordinator (Coordinadora de Mujeres Aymaras), an association that invests in training for women’s leadership and the sustainable use of alpaca wool in the Peruvian highlands through crafts. The association promotes capacity building [63] through links with the university, in this case, the Polytechnic University of Madrid through the GESPLAN research group. This experience emphasizes the social learning model [33,39,40] as the most effective among planning models, since it allows for continuous exchange between all stakeholders involved in a development project [64], thus ensuring sustainability.

It is considered that the actions carried out promote gender equality and the empowerment of women (CFS-RIA Principle 4); in addition, the satisfaction of the artisans and women producers of BANELINO is reflected in the growing female membership of the organizations.

Through various interventions, leaders have been trained, the organizational structure has improved, and beneficiaries’ income has improved by 30%. Additionally, production has been diversified, focusing on women’s, men’s, children’s, and baby clothing and household items, which are advertised on the company’s website. Its efficiency indicators show that for every dollar invested, three dollars have been generated for the beneficiaries. Garments have been sold in nine countries, and outsourcing services are offered to third parties for the production of their designs. The income generated has allowed them to invest in their limited agricultural activity and food security.

Another research case is the one developed in Peru involving the Peruvian Poultry Association (APA) [65] which implemented a territorial strategy to prevent social conflicts and promote sustainable development in the poultry sector. This strategy included collaboration with the National Agrarian Health Service (SENASA) to eradicate avian diseases through vaccination programs, georeferencing of poultry farms, and health surveillance throughout the country. These actions strengthened the sector’s competitiveness and contributed to national food security.

Companies that integrate the territorial dimension into their planning can contribute to sustainability, reduce social tensions, and enhance their legitimacy. Both BANELINO and SMI embrace a territorial perspective, working hand in hand with local stakeholders, governments, and communities to design interventions that generate shared value.

The adoption of the CFS-RIA Principles has contributed to strengthening the community fabric, gender equity, and social cohesion. The focus on the inclusion of youth and women in productive processes and decision-making strengthens the region’s social capital and improves self-esteem and recognition among traditionally marginalized populations. The active participation of universities such as UTESA and UPM has been key to civic education, empowering local stakeholders through education and ongoing technical support.

A research that strengthens social capital deals with Good Practices of Food Banks in Spain: Contribution to Sustainable Development [66], which analyzes 54 food banks based on four dimensions of sustainability: social, economic, environmental, and governance, in line with the CFS-RIA Principles, ensuring availability, access, and consumption of food in a sustainable, equitable and safe manner, highlighting awareness-raising activities against food loss and waste. The results identified, as with BANELINO and SMI, the strengthening of the social fabric through volunteering, inter-institutional collaboration, citizen participation, and the empowerment of social actors by integrating participatory governance mechanisms where the voice of multiple actors is recognized: civil society, the private sector, universities, public administration.

5.4. Transferability Conditions

The experience analyzed demonstrates potential transferability to other regions and sectors, provided that key enabling conditions are met. Transfer requires, first, the presence of a coordinating institution—such as a university, cooperative, or local development agency—capable of acting as a trusted intermediary among stakeholders. Second, access to differentiated or sustainable markets (e.g., Fairtrade, organic, or territorial brands) is essential to sustain economic incentives. Third, a supportive policy environment and multi-level governance mechanisms facilitate continuity and integration with local and national development strategies.

Conversely, in territories lacking institutional stability or where producer organizations are weakly articulated, the model would require preliminary investment in capacity building and social capital formation before replication.

Therefore, the WWP–CFS-RAI Principles approach is transferable but context-dependent, demanding adaptation to each region’s organizational maturity, market opportunities, and policy coherence.

This case study validates the proposal of the Metauniversity—a “university of universities”—as an innovative instrument to scale knowledge transfer, research, and community engagement [67].

5.5. Limitations

The limitations of this study involve selection bias, a lack of experimental data, cost estimates and assumptions, and the limitations of direct environmental measurements. Future measurements (soil/water direct sampling) should be proposed. In the following paragraph, we describe each of these limitations, explaining how they affect the interpretation and scope of the results.

First, the study is subject to selection bias, which stems from the participant recruitment process. The beneficiaries are family members of employees of SMI who voluntarily responded to an open call and met specific eligibility criteria, such as prior interest in entrepreneurship and availability to complete the training program. As discussed in the Section 4 and Section 5, this self-selection mechanism likely resulted in a sample with higher levels of motivation, commitment, and social capital than the general population. Consequently, while the observed outcomes—such as high completion rates and project viability—are consistent with the objectives of the program [66], they are most directly applicable to populations with similar levels of motivation, engagement, and contextual support.

Second, the study lacks an experimental or concurrent quasi-experimental design, such as a randomized control group or systematic pre- and post-intervention measurements for all participants. Although a historical reference cohort (first and second editions of the program) was incorporated to provide descriptive comparisons, the absence of comprehensive experimental data limits the ability to establish strong causal relationships between the training intervention and the economic, social, or environmental outcomes discussed. Therefore, the positive effects identified in the Discussion should be considered as associative and indicative rather than strictly causal.

Third, the cost and cost-effectiveness estimates presented in the study are based on partial financial information and explicit assumptions derived from available program documentation. As noted in the results, the lack of disaggregated data—such as detailed costs related to mentoring, cost related instructional hours, infrastructure, and follow-up activities—defines the level of detail at which the economic indicators can be reported in the present analysis. Accordingly, these estimates offer a valuable first approximation that provides initial insights into the program’s economic performance and lays the groundwork for more detailed evaluations in future research.

Finally, the study addresses environmental sustainability primarily through verified certification standards rather than direct bio-physical measurements. The environmental performance is assessed through recognized certification frameworks, which provide a consistent and relevant for evaluating practices related to organic production, resource management, and sustainability. At the same time, this approach highlights opportunities for future research to integrate direct soil and water monitoring in order to further strengthen the environmental evidence base.

Taken together, these limitations do not diminish the relevance of the findings but rather define their analytical scope and applicability. At the same time, they reinforce the contribution of the study as an applied and exploratory case and point to clear directions for future research aimed at strengthening causal inference, economic precision, representativeness, and environmental measurement in university–business sustainability initiatives.

6. Conclusions

A university–business link, anchored in the CFS-RIA Principles and methodologies such as Working with People, has proven to be an effective way to activate sustainable territorial development dynamics, where stakeholders not only benefit but also become agents of change. The experiences of SMI and BANELINO reveal that when working with people—and not just for them—it is possible to consolidate learning, production, and cooperation ecosystems that transcend the local level to build sustainable, inclusive, and replicable models. This synergy between training, participation, and sustainability constitutes a solid base that invites us to reconsider the role of universities and businesses in the future of territories. The proposed approach positions itself as a key catalyst for social and economic innovation processes in vulnerable territories.

The WWP methodology has proven to be an effective strategy for fostering rootedness, the social appropriation of knowledge, and the sustainability of initiatives. By prioritizing collaboration, active participation, the empowerment of local stakeholders, and the building of trusting relationships, the university–business link becomes a platform for regional innovation and the co-creation of sustainable solutions.

The adoption of a previously planned evaluation system grounded in explicit sustainability and responsibility criteria enabled a coherent allocation of seed capital. The integrated assessment of entrepreneurial competencies and the technical, social, and economic quality of the projects supported the identification of initiatives with a greater capacity to generate sustainable, inclusive, and territorially embedded value. This approach, aligned with the Committee on World Food Security’s Principles for Responsible Investment in Agriculture and Food Systems (CFS–IRA), ensured transparent funding decisions oriented toward women’s economic empowerment, local employment creation, strengthening of productive systems, and long-term financial sustainability. Consequently, the seed capital supported both the launch of new ventures and the consolidation of existing businesses, confirming the achievement of the program’s objectives and highlighting its potential as a replicable model of responsible investment for sustainable territorial development.

The findings indicate that this experience holds potential for transfer to other regions, provided that essential enabling conditions are in place, including a coordinating institution, access to differentiated markets, and a supportive policy framework. In territories with weak organizational structures, initial efforts must focus on capacity building and social capital formation. Thus, the WWP–CFS-RAI Principles approach is transferable, but its effectiveness depends on context-specific institutional maturity, market opportunities, and governance coherence.

The experience in the Dominican Republic constitutes a concrete and replicable way to promote sustainable territorial development when it focuses on the training of individuals and social capital formation, demonstrating that this link enables context-specific responses to social, economic, and environmental challenges by activating local capacities and strengthening the socio-productive fabric through a logic of shared responsibility. Companies that integrate the territorial dimension into their planning can contribute to sustainability, improve living conditions, strengthen organizations, reduce social tensions, and improve their legitimacy.

Both the ventures launched within the SMI course, with its Family Social Responsibility Program, and the continuous improvement programs implemented by BANELINO reflect a process of institutional transformation geared toward sustainability. Training based on international standards such as the IPMA project management model [67], not only enhances individual capabilities but also fosters a strategic vision of entrepreneurship, with an emphasis on autonomy, viability, and social commitment. This case study demonstrates that the performance index was not solely determined by funding access but also by the intensity and quality of participant engagement (Table 9). This reinforces the ethical–social dimension of the WWP, where relational learning, peer trust, and mentoring continuity outweigh short-term financial incentives.

These findings suggest that higher levels of exposure to training and personalized guidance are linked to better outcomes in project validation, certification, and income progression.

The moderate correlation between attendance and mentoring confirms that both components functioned complementarily. The multiple regression model (R² = 0.43; p < 0.001) further identifies mentoring intensity as the strongest predictor, followed by attendance and seed-capital support. Overall, the pattern strengthens evidence of construct validity and demonstrates that program intensity—not participation alone—is a determining factor in outcome achievement.

Implementing training and technical support programs, promoted by the university in collaboration with socially responsible companies such as SMI and BANELINO, has generated significant impacts in terms of economic empowerment, social innovation, and environmental sustainability. These processes have strengthened skills in leadership, project management, and entrepreneurship, especially among women, consolidating an inclusive development approach with a gender perspective.

In short, this experience provides valuable evidence for the design of policies and programs that seek to integrate sustainability, participation, and competitiveness. Its replication and adaptation to other territorial contexts is recommended based on the principle of working with the people, not just for the people. Only in this way will it be possible to move toward more just, resilient, and sustainable development models.